Main Article Content
Abstract
Effective classroom use of information and communication technology (ICT) remains uneven among secondary-school mathematics teachers in Enugu State, Nigeria, even as state and federal policy frameworks expand digital infrastructure through Smart Green Schools and the National Policy on ICT in Education. This article models the joint and mediated effects of four teacher-level factors, access to ICT resources, ICT motivation, ICT attitude, and ICT self-efficacy, on mathematics teachers' effective ICT utilization. Drawing on the Technology Acceptance Model, the Will, Skill, Tool framework, social-cognitive self-efficacy theory, and Technological Pedagogical Content Knowledge, the study integrates published correlational and structural-equation evidence from Enugu and wider Nigerian mathematics-education research. The core empirical structure is the partial least squares structural equation model estimated by Ogbu (2025) among 322 public secondary-school mathematics teachers in Enugu metropolis. That model showed that access, motivation, attitude, and self-efficacy each predicted classroom ICT utilization (R² = .44), that access strongly predicted attitude (β = .77), and that attitude exerted a complementary partial mediation between access and utilization. Complementary Enugu studies document persistent first-order barriers (power, laboratories, training) and second-order barriers (confidence, pedagogical beliefs). Policy implications include pairing hardware provision with motivation- and efficacy-building professional development, especially as Enugu scales interactive boards, connectivity, and teacher tablets.